Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text‐mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET’s rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in‐service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co‐authorship and collaborative research.

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Research on media and technology in education covers a wide and diverse range of topics, settings, and domains. Its methodologies vary from basic experimental work in the laboratory through field experiments in educational institutions, to large-scale evaluations of programs and products in current use by schools. No single research methodology can accurately cover this range, nor can the field be made uniform to fit some arbitrary conception of the best approach to research. However, underlying this diversity there are common research objectives that guide the field and allow us to classify diverse studies, such as those resulting from a system's approach together with studies of onevs. two-channel inputs, under the heading of media research. Three major objectives of media research can be identified. The first is to obtain knowledge about the instructional effectiveness of a chosen medium, or technology. Researchers who emphasize this first objective attempt to

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Reexamining the Methodology of Research on Media and Technology in Education

The media will contribute few solutions to the main educational problems until techniques and criteria for their effective use have been developed. In a discussion of the present and future demands for instructional technology, emphasis is given to the potential teaching functions of television. Areas for essential research in media effectiveness are discussed, and an initial theoretical orientation to the problems of media development is provided.

Developing an Effective Educational Medium

Television and Radiovision in the Teaching of Modern Mathematics: A Comparative Study

Radiovision is one of the lesser known, successful educational mass media, involving the recording of a sound broadcast, which is then played to its intended audience, together with a specially designed filmstrip. It is cheap, flexible and uses large, high quality, colour illustrations. It has been successful in many parts of the world, e.g. Australia, Africa, and Europe. Research findings are few but indicate the wisdom of extending the medium and further exploiting it. At present, it is used for the 7‐18 age group, though there are variations in use or being tried in higher education, e.g. by the Open University. Its extension as a medium in its own right to a wider variety of subjects, as alternatives to television, in certain circumstances as a means of revising television is desirable. It may be useful to explore other means of equally closely integrated sound/vision programs, using for example, booklets or posters as well as filmstrip. Radiovision needs more research, as do the slide/ tape ...

Radiovision ‐‐ A Survey and Discussion

In 1971 the Department of Education mounted an In‐Service Course for teachers in institutes of further education. Students were trained to formulate and achieve precisely stated lesson objectives. It was felt that self‐observation and subsequent discussion with tutors using standard assessment forms would be useful for training in the systems approach. Students were recorded teaching short lessons on their own subjects to an audience of fellow‐students who in general knew nothing of the topic taught. Eight recordings were retained and viewed by full‐time postgraduate students who entered in 1972 for teacher‐training in further education. These students viewed the model recordings as well as making their own. Questionnaires and interviews were used to obtain reactions of in‐service and postgraduate students and their tutors. Students’ and tutors’ reactions were very favourable even though there were some reservations about the artificiality of recording and an audience group of fellow students. The postgra...

Closed‐circuit Television in Training for Teaching in Further Educational Institutions

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Television and Radiovision in the Teaching of Modern Mathematics: A Comparative Study

Radiovision ‐‐ A Survey and Discussion

Closed‐circuit Television in Training for Teaching in Further Educational Institutions